Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Christine K. Sorensen

Abstract

AbstractAlthough technology integration in the classroom improves educational outcomes, cultural influences explaining varying integration of teacher technology adoption and use in the United Arab Emirates (UAE) had not been explored. This explanatory sequential mixed-methods study explored the influence of culture on perceptions of, use of, and factors influencing the decision to adopt technology among native Arab-speaking (NAS) and native English-speaking (NES) teachers (Phase 1) at a boys’ secondary school in the UAE and how teachers who exhibit differing levels of adoption make decisions about and use technology in the classroom (Phase 2). The technology adoption model was used as the framework to examine factors influencing acceptance and use of technology. The quantitative Phase 1 surveyed all 75 teachers at the school (52 responded), and the qualitative Phase 2 participants included 4 teachers, 2 NAS and 2 NES. Data were collected using an online survey (Phase 1) and through observations and interviews (Phase 2). Survey data were analyzed descriptively and using 2-tailed t tests; qualitative data were analyzed through coding, categorizing, and theme development. Phase 1 results showed no statistically significant differences in intent to use technology or ease of use. However, NAS teachers (M = 4.52) rated the usefulness of technology significantly higher than NES teachers (M = 4.14), t (51) = 2.26, p = .028. Phase 2 observations and interviews showed NES teachers were more likely to use technology for whole class and teacher needs, and NAS teachers for individualized student support. Results from this study could assist school and technology administrators to institute better supports for teachers as they strive to adopt and use technology in their teaching.

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